APSACS Online Support Program

Class 7
Week 13 Assignment

Army Public Schools & Colleges System Secretariat

 APSACS Online Support Program
Class: 7 Week 13
Guidelines for Parents:
1. Second round of Online Support Program (OSP) week 9-14+2 days has been
uploaded to facilitate students as the opening of schools cannot be predicted
in near future.
2. For effective implementation of OSP, the comprehensive guidelines/
instructions, uploaded for parents must be read & understood.
3. Relevant course content uploaded on AIS Student Portal should be
downloaded, and studied offline as per convenience.
4. OSP are accompanied by lesson specific Video Tutorials prepared by
APSACS Resource Pool of subject specialists.
5. For further facilitations schools have made subject teachers available online
for specific guidance.
6. The weekly work assigned will be split over the week days according to the
timetable set by parents.
8. The OSP 9-14 weeks’ work is textbook specific and all subjects except Arts,
have been included. The assignments focus on reading, comprehension of
concepts, written work and projects research. It is expected that students
have bought textbooks by now.
9. Written work is to be done on loose sheets or notebooks with clear mention of
student’s name, class/section, subject/topic and date.
10. The completed assignments will be scanned and submitted on student’s
portal/ any medium given by the school for teachers’ checking. In case, online
submission of assignments is not possible, student will maintain the
completed work in a folder, using separators for weekly assignments to be
presented to teachers for checking/assessment purposes when the school
asks
11. It is mandatory for students to complete and submit all assignments. The
teachers will check and return soon that students may do their corrections
12. The videos/ research work suggested in the assignments should be strictly
monitored by parents. Students should not be left unattended while visiting
sites.
13. In OSP Wk 9-14 for each subject one project has been given. All projects will
be indicated at the beginning of OSP subject wise with detailed guidelines for
project work and format for its written presentation
14. The project/ research work will be assessed. It is important to ensure that the
project is the students own effort and that the student has enjoyed doing it
and learnt many things. The process of doing the project is more important
than the final finished product.

APSACS Curriculum Planning & Development Department Page 1 of 13

 ‫‪APSACS Online Support Program‬‬
‫‪Class: 7‬‬ ‫‪Week 13‬ئ‬
‫ئ َ‬ ‫ے والدی ن‪:‬‬ ‫ہ دای ات برا ئ‬
‫س‬
‫ے اپ لوڈ‬ ‫کے ل‬‫ہولت ئ ن‬ ‫) کا دوسرا لسلہ‪/‬مرحلہ طکلبھہنکی س پ ش‬ ‫‪ OSP‬ق‬ ‫روگرام ( ق‬
‫ت‬
‫س‬ ‫م‬ ‫ورٹفپ ق‬ ‫ن‬
‫س‬
‫آن ال ن پ‬ ‫‪)1‬‬
‫ے کی ی ن گو ی ہی ں کی‬ ‫س‬
‫ے‪ ،‬یک و کہ ی الو ت ب ل ری ب می ں ا کولوں کے ل‬ ‫ک ی ا گ ی اتہ‬
‫ئ‬ ‫ف‬ ‫ن‬ ‫ث‬ ‫ج اسک ئی ۔‬
‫س‬ ‫ن‬
‫ے "ج امع ہ دای ات براے والدی ن" کو پڑھ ا اور جم ھ ن ا‬ ‫س ورٹ پروگرام کے مو ر اذ کے لی‬ ‫آن ال ضن پ‬ ‫‪)2‬‬
‫ئ‬ ‫ق‬ ‫ت‬ ‫ش‬
‫ے۔‬ ‫روری ہ ٹ‬ ‫ن‬ ‫ب ہت ٹ‬
‫ئپ لوڈ دہ م عل ہ کورس کو ڈاؤن لوڈ ک ی ا ج اے اور سہولت کے م طابق‬ ‫‪ AIS‬ئس وڈ ٹ پور ل پر ا‬ ‫‪)3‬‬
‫ی‬ ‫ٹ ٹ‬ ‫ت‬ ‫آف ال ن م طالتعہ ک ی ا ج اے۔‬
‫س‬ ‫پ‬ ‫ج‬ ‫ب‬ ‫ق‬
‫‪OSP‬کے سا ھ سب ق سے م عل ہ وی ڈیو ی و وری‬
‫نلز ھی موج ود ہ ی ں ن کو ا ی کس کے ماہ ری ن ِ‬ ‫‪)4‬‬
‫ت‬
‫‪ )Subject‬ے ار ک ا‬ ‫ض‬
‫ے۔‬ ‫ہ‬
‫ی ی ت‬ ‫‪ Specialists‬ئ خ‬ ‫نئ‬ ‫م امی ن (‬
‫ض‬
‫ے م ت لف م امی ن کے اسا ذہ (‪)Subject Teachers‬آن‬ ‫مزئی د سہولت اور رہ ما ی کے ل‬ ‫‪)5‬‬
‫ج‬
‫ہ فت‬ ‫ی‬
‫ٹئ ٹ‬ ‫ق‬ ‫ت‬ ‫ال ن موت قود ہ ی ں۔ ئ ف‬
‫ئ ہ ہ وار کام کو والدی ن کے رر کردہ ا م ب ل کے م طابقے کے‬ ‫م‬ ‫ے‬ ‫ےگ‬ ‫ن‪OSP‬می ں دی‬ ‫‪)6‬‬
‫ئ‬ ‫ج‬ ‫ب‬ ‫ت ئ‬ ‫ئ‬ ‫د وں پر سی فمتک ی ا جن ا بے۔‬
‫وں کی مع کروا ی‬ ‫ہ‬ ‫مکم‬ ‫والدی نئ ہنر نہ ٹے ا‬ ‫‪)7‬‬
‫اور چ ن‬ ‫ے کام کو چ ی ک کرے وے ‪ ،‬ن‬ ‫ےگ‬ ‫کے ئل کی ُ‬ ‫ت‬
‫ے چ وں‬ ‫پ‬ ‫ئ‬
‫ے ہ وے ان کی پراگریس(‪ )progress‬کی گرا ی کری ں۔‬ ‫ک‬ ‫م‬
‫گ ی اسا س کا ریکارڈ ر ھ‬
‫درسی کتابیں اب مارکیٹوں میں دستیاب ہیں اور توقع کی جاتی ہے کہ طلبا نے‬ ‫‪)8‬‬
‫ٹ‬ ‫شت‬ ‫انہیں خرید لیا ہے۔‬
‫م‬ ‫ش‬ ‫ض‬ ‫ت ت‬ ‫م‬ ‫م‬ ‫ت‬ ‫ئ‬
‫الوہ مام م امی ن ا ل‬ ‫ے‪،‬جس می ں تآر س کے ع ق‬ ‫درسی ک ب پرئ تل ہ‬ ‫‪ OSP‬می ں دی ا گ ی ا ئکام ن ن ٹ‬ ‫‪)9‬‬
‫ح‬ ‫م‬ ‫ئ‬
‫ے ہ ی ں۔دی گ ی اسا س پڑھا ی‪ ،‬صورات کی سجم ھ ‪ ،‬حریری کام ‪ ،‬ی ق اور پروج ی کٹ پر‬ ‫ےگ‬ ‫یک‬
‫ن‬ ‫ٹ‬ ‫ش‬ ‫ں۔‬ ‫ہ‬
‫ت ی‬‫مرکوز‬
‫ے ‪ ،‬جس پر طالب علم‬ ‫ا‬ ‫ت‬ ‫س‬ ‫ا‬ ‫ا‬ ‫ر‬ ‫کس‬ ‫ب‬ ‫وٹ‬ ‫ا‬ ‫)‬ ‫‪loose‬‬ ‫‪sheets‬‬ ‫ض‬ ‫س(‬ ‫ی‬ ‫لی‬ ‫ری کام ُکھ‬ ‫‪)10‬‬
‫ہ‬ ‫پ یج ئ‬ ‫ک‬ ‫ک‬ ‫ض‬ ‫تی‬ ‫ن‬ ‫یش‬ ‫نحری‬
‫کا ام ‪ ،‬کالس‪/‬س ک ن‪ ،‬م مون‪/‬ع وان‪ ،‬اور ا یر خ کو وا ح طور پر لکھا ج اے۔‬
‫تمکمل ت کردہ اسائنمنٹس کو سکین کرکے اسٹوڈنٹ پورٹل پر جمع کروایا جائے‬ ‫‪)11‬‬
‫ن نٹ‬ ‫ئ‬ ‫ئ‬
‫ت اکہ اسا ذہ چئ ی کنم نکر ٹسکی‬
‫ت‬ ‫م‬ ‫ئ ئ‬ ‫ج‬ ‫ب‬ ‫ں۔ ن‬ ‫مکم‬
‫کی قمع کروا ی گ ی چک ھ اسا ت خ س ‪،‬اسا ذہ‬ ‫ت‬ ‫ے‪ ،‬چ وں‬ ‫ت‬ ‫ہ‬ ‫ت‬ ‫ل ٹکر ا الزمی‬ ‫ے اسا ئس سسم ن‬ ‫ل‬
‫ق‬ ‫شطلخ ب ا کے‬ ‫‪)12‬‬
‫ے ن ب کری ں گے۔‬ ‫م‬ ‫ےکے لی‬ ‫کے لی ن‬ ‫ق‬ ‫گ‬ ‫صد ٹکے ل ت‬ ‫ن‬ ‫ئ‬ ‫م‬ ‫ی‬
‫ے‪/‬ا س ا لی ج ماحتعی قوں می ں ر ی ن‬ ‫صی م ن‬
‫ں۔‬ ‫ب‬
‫نں ج ویز کردہ وی ڈیو ز‪ /‬حق قی کام کی ھر پور ئگرا ی کری ئ‬ ‫والدی ن اسا ئ س می‬ ‫‪)13‬‬
‫ب‬
‫ے ج اے والے پروج ی کٹ‪ /‬ی کام کا ھی ج ا زہ ل ی ا ج اے گا ‪ ،‬لہذا اس ب ات‬ ‫ی‬
‫پ‬ ‫چ‬ ‫‪ OSP‬می ن ئں دی‬ ‫یق ن‬ ‫‪)14‬‬
‫ے۔‬ ‫کو ی ی ب ا ی ں کہ اس کو ا ھی طرح سے یش ک ی ا گ ی ا ‪ /‬ب ی ان ک ی ا گ ی ا ہ‬

‫‪List of Projects‬‬
‫‪Serial‬‬ ‫‪Week‬‬ ‫‪Subject‬‬ ‫‪Project‬‬
‫‪No‬‬
‫‪1.‬‬ ‫‪13‬‬ ‫‪Geography Preparing a booklet on Spain‬‬

‫‪APSACS Curriculum Planning & Development Department‬‬ ‫‪Page 2 of 13‬‬

 APSACS Online Support Program
Class: 7 Week 13
Subject: English Language /Literature
Textbooks English Ahead Student Book 2
English Ahead Workbook 2
Novel: The Lost World
Student Book 2 Lesson 1: Factual Description (Animal)
Workbook 2
Unit 5: Animal  A factual description differs from an information report
Magic because it describes a specific subject rather than a
general group. Factual descriptions fall into the
informative texts’ category of the writing processes.
 The ideas should be systematically presented in a
Research Work sequential manner. A factual description does not include
any information which is imaginary or hearsay, or carries an
opinion.
 Search for an animal other than the ones studied in this
chapter and collect information about animal’s habitat, its
physical description, what it eats, its numbers- whether they
are an endangered species.
 Focus on description of facts in each paragraph.
 Write a Factual Description of the animal you have
chosen.
 Consult the Vocabulary Bank for selection of suitable
vocabulary to be used in the writing task.
 Remember to write in paragraphs. Word Limit 75-100
Words
 Draw the animal if you are good at drawing.

Student Book 2 Lesson 2: Language Focus 1: must and have to (SB Pg

Workbook 2 62) (WB Pg 40)
Unit 5: Animal  We use have to / must / to talk about obligation, things
Magic that are necessary to do, or to give advice about things
that are a good idea to do. Must and have to are both
used for obligation and are often quite similar. They are
both followed by the infinitive.
 Read the information box for further clarity. The Tip box gives
a piece of advice
For example:
 You must improve your diet. (affirmative)
 You mustn’t (must not) be late for office. (negative)
 I have to be there by five o’clock. (affirmative)
 I don’t have to be there by five o’clock. (negative)
 He has to do all the work. (affirmative)
 He doesn’t have to do all the work. (negative)
 He has to /We have to sign the documents today.
(affirmative)
 He doesn’t have to /We don’t have to sign the
documents today. (negative)
Student Book 2: (For practice)
APSACS Curriculum Planning & Development Department Page 3 of 13
 APSACS Online Support Program
Class: 7 Week 13
1. Complete Ex 1 in textbook.
Written work:
Workbook 2:
2. Ex 1: Choose and circle the correct answers.
3. Ex2: Complete the dialogue with the modal verbs in the
box.
Student Book 2 Lesson 3 and 4: Language focus 2: The passive (SB pg
Workbook 2 64)(WB Pg 42)
Unit 5: Animal
Magic Active Form

In active sentences, the thing doing the action is the subject of

the sentence and the thing receiving the action is the object.
Most sentences are active.

Passive Form

In passive sentences, the thing receiving the action is the

subject of the sentence and the thing doing the action is
optionally included near the end of the sentence.

In this lesson you will be practicing changing four tenses into

their passive forms.

Look at the pair of sentences to identify the similarity

and difference.

Past simple tense

a. Sara cooked the food. Active Voice

b. The food was cooked by Sara. Passive Voice

Present simple tense

a. Ryan prepares the books.
b. The books are prepared by Ryan
Present continuous tense
a. I am reading a story.
b. A story is being read by me.
c. The children are laughing at the clown.
d. The clown is being laughed at by the children.
Past continuous tense
a. The boy was throwing the stone.
b. The stone was being thrown by the boy.
c. What was he writing on the desk?
d. What was being written by him on the desk?

1. These are only two ways of saying something. The

only difference is that subject and the object change
their places.

APSACS Curriculum Planning & Development Department Page 4 of 13

 ‫‪APSACS Online Support Program‬‬
‫‪Class: 7‬‬ ‫‪Week 13‬‬
‫‪2. Read the Information box for further clarity.‬‬
‫)‪Student Book2 (for practice‬‬
‫‪3. Ex 2: Complete the second sentence with the passive‬‬
‫‪form. Remember not to change the meaning of the‬‬
‫‪sentence.‬‬
‫‪4. Ex 3: Complete the sentences so that they are true‬‬
‫‪for you.‬‬
‫‪Written work:‬‬
‫‪Workbook 2:‬‬
‫‪5. Ex 1: Identify whether sentences are Active or Passive‬‬
‫‪6. Ex 2: Complete the sentences with the passive form of‬‬
‫‪the verb.‬‬
‫‪Complete the paragraphs with the passive form of the verb.‬‬

‫ق‬ ‫اردو‬ ‫مضمون‬‫ئ‬

‫خ‬
‫امہ ۔ن‪ ،2‬اردو زب ان و واعد ۔‪3‬‬
‫صریر ن‬ ‫ذرا ع‬
‫(صریر خامہ ۔ صفحات ‪)3،4‬‬ ‫ِ‬ ‫ظ م عت‬ ‫‪‬‬ ‫سبق کا نام ‪/‬نظم کا‬
‫ن‬ ‫ئ‬ ‫ت‬
‫نام‬
‫ض‬
‫پہال دن ‪ :‬نظم کا عارف کروای ا ج اے کہ ی ہ ظ م ح رت دمحم ﷺ کی‬ ‫‪‬‬ ‫پڑھائی ‪،‬تبادلہ خیال‬
‫ے۔‬ ‫ات طی ب ہ ﷺ کے ب ارے می ں ہ‬ ‫حی ِ‬
‫نظم کی پڑھائی کے دوران نظم کے اخالقی پہلو(آپ‬ ‫‪‬‬
‫ث رحمت ‪،‬اسو ِہ‬‫ﷺ تمام انسانیت کے لیے باع ِ‬
‫حسنہ ‪،‬محبت ‪،‬امن و آتشی کا پیغام ‪،‬آپﷺ کی‬
‫مشعل راہ بنانا) پر تبادلہ خیال کیا جائے ۔ مشکل اور اہم‬ ‫ِ‬ ‫سیرت کو‬
‫نکات کی وضاحت کی جائے ۔‬
‫دورا ِن پڑھائی مشکل الفاظ خط کشید کریں اور ان کے معانی‬ ‫‪‬‬
‫صریر خامہ کے آخر میں دی گئی فرہنگ میں سے تالش کریں۔‬ ‫ِ‬
‫طلباء پڑھا ئی کے دوران نا سمجھ آنے والے نکات کو خط کشید‬ ‫‪‬‬
‫کریں اور ان کے بارے میں ا پنی معلمہ‪/‬معلم‪ Z‬سے آن الئن‬
‫رہنمائی حاصل کریں ۔‬
‫دوسرا دن ‪ :‬دوسرا دن ‪:‬سوالنمبر‪ :1 Z‬کے تمام اجزا کے جوابات‬ ‫‪‬‬ ‫تحریر ی کام‬
‫جوابات پر تبادلہ خیال کیا جائے ۔‬ ‫نظم نمیں موجود ئہیں ف ان کے ن ت‬
‫ے ال اظ کے مع ی حر یر کری ں ۔‬ ‫ےگ‬ ‫سوال مب ر ‪ 3‬دی‬ ‫‪‬‬
‫تیسرا دن ‪ :‬نعت کے ہر شعر کو غور سے پڑھیں اور شعر میں‬ ‫‪‬‬
‫چھپے پیغام کو سمجھ کر ہر شعر کی تشریح دیے گئے خاکے‬
‫کی مدد سے اپنے الفاظ میں مختصر‪ Z‬پیراگراف میں کریں ۔ نہ‬
‫سمجھ میں آنے والے نکات کےبارےمیں اپنی معلمہ‪/‬معلم سے‬
‫آن الئن رہنمائی‪ Z‬حاصل کریں ۔( پہلے دو بند )‬
‫نظم کا نام ۔۔۔۔۔۔۔۔۔۔نعت‬ ‫‪‬‬
‫شاعر کا نام ۔۔۔۔۔۔۔۔۔ موالنا الطاف حسین حالی‬ ‫‪‬‬
‫ح ِل لغت ۔۔۔‬ ‫‪‬‬
‫مفہوم‬ ‫‪‬‬
‫تشریح ‪:‬‬ ‫‪‬‬
‫‪APSACS Curriculum Planning & Development Department‬‬ ‫‪Page 5 of 13‬‬
 ‫‪APSACS Online Support Program‬‬
‫‪Class: 7‬‬ ‫‪Week 13‬‬
‫چوتھا دن‪:‬اب اسی طریقے کو م ِد نظر رکھتے ہوئے آخری دو بند‬ ‫‪‬‬
‫کی تشریح کریں ۔‬
‫نظم کے تمام اشعار کو اکٹھا کر کے خالصے کی صورت میں‬ ‫‪‬‬
‫لکھیں ۔‬ ‫ن‬
‫پ ا چ واں دن ‪ :‬مضمون نویسی ‪:‬‬ ‫‪‬‬ ‫تخلیقی لکھائی‬
‫اردو زبان و قواعد (صفحہ نمبر‪ )48‬پر دیے گئے عنوانات میں‬ ‫‪‬‬
‫سے کسی ایک موضوع پر ‪ 250‬الفاظ پر مشتمل مضمون‬
‫تحریر کریں ۔‬
‫خ‬ ‫ت‬ ‫خ‬ ‫ض‬
‫ے۔غ ا ب ار‬
‫ہت‬‫کے حصول کا ب ہ ری ن اورن آسان ذری عہئ‬ ‫ت‬ ‫حا ف ر می ں جا ب ار‪ ،‬مع ن‬
‫لومات‬ ‫نعہدص‬ ‫‪‬‬
‫ب‬ ‫ہ‬
‫چ د حوں کا موعہ ی ہی ں و ا ب لکہ اسے ج ام ج ہاں ما ھی کہا ج اے و لط‬‫ہ‬ ‫م‬
‫ن ہ ہ وگا۔‬
‫ق‬
‫لکہ ب ی ن اال وامی‬
‫ے بن‬ ‫ہ‬ ‫حاالت کا پ ت ہ چخلت ا‬
‫ت‬ ‫سے ن ہ صرف ملکی‬ ‫ے خ‬ ‫اس کے م طال ع‬ ‫‪‬‬
‫ن‬
‫ے۔ ا ب ارات ے ہ صرف‬ ‫ہ‬
‫ے و اہ‬ ‫کے ذری ع‬
‫ف‬ ‫ن‬ ‫شحاالت کا علم ب ھی ا ب ارات‬
‫م‬
‫ے‬ ‫ہروں ب لکہ لکوں کے درم ی ا ی اصلوں کو ب ہت کم کر دی ا ہ‬
‫ن‬
‫م ِد نظر رکھتے ہوئے پیراگراف‪ Z‬کی‬ ‫م ن درج ہ ذی ل کات کو‬ ‫‪‬‬
‫صورت میں مضمون تحریر کریں ۔‬
‫اہم نکات) موضوع‪ Z‬کا تعارف‪، Z‬اخبار کی اہمیت ‪،‬اخبار کے فوائد‪، Z‬‬ ‫‪‬‬
‫اخبار پڑھنے میں کمی کی وجوہات‪، Z‬پسندیدہ اخبار ‪،‬وقت گزارنے‬
‫کا بہترین مصرف‪ ، Z‬منفی پہلو ‪،‬تجاویز‪) Z‬‬

‫ض‬
‫ق‬ ‫ف ن‬ ‫ٹ‬ ‫اسالم ی ات پ ن‬ ‫م ئ مون‬
‫نٹ ن‬ ‫ص‬
‫اسالم ی ات‪ ۷ -‬ج فابن ی کسٹ ب ک ب ورڈ ( حہ مب ر‪ +)6:‬رٓان جم ی د‪+‬ا ر ی ٹ‬ ‫ذرا ع‬
‫ست‬ ‫ناسالم ی ات‪( 7 -‬ص ئحہ مب ر‪ 21-19:‬اور‪)54-52‬‬
‫ےوی ب سائ ٹ سے ‪ Download‬کی ج ا ک ی‬ ‫ے ل ن ک کے ذری ع‬ ‫ےگ‬‫وٹ‪:‬کت اب دی‬
‫ے‪/https://pdfhive.com:‬‬ ‫ہ‬
‫ض‬ ‫ئ‬ ‫ض‬ ‫ن‬
‫‪ ‬سورۃ ال ُّ ٰحی(دہ را ی) (والدین بچے سے روزانہ‪ Z‬سورۃُ ال ُّحی ٰکی دہرائی‪Z‬‬ ‫تزب ا ی ‪+‬‬
‫کروائیں) ۔‬ ‫حریری کام‬
‫"سورۃالضحی" کی دہرائی‬
‫ٰ‬ ‫* والدین دیے گئے ہفتے میں بچے سے روزانہ‬
‫سورۃالضحی خوش الحانی سے یعنی‬ ‫ٰ‬ ‫کروائیں اور بچے سے کہیں کہ‬
‫اچھی آواز اور خوبصورت لہجے میں پڑھے۔اگر ممکن ہو تو انٹرنیٹ کی‬
‫سورۃالضحی سنوائیں‬
‫ٰ‪Z‬‬ ‫مدد سے کسی معروف قاری‪ Z‬صاحب کی آواز میں‬
‫تاکہ بچےکا تلفظ درست ہو سکے۔نیز بچے کو روزانہ ناظرہ قرآن مجیدکی‬
‫تالوت کی تلقین کی جائے۔‬
‫ن ئ‬ ‫ض‬ ‫ن‬
‫‪ ‬زب ا ی‪:‬سورۃ ال ٰحی زب ا ی س ن ا ی ں ۔‬
‫فض‬
‫‪ ‬باب دوم‪:‬ایمانیات اور عبادات " دعا کی اہ می ت و ی لت "*(سبق کی‬
‫فض‬ ‫پڑھائی)‬
‫ہ‬
‫*والدین بچے کو سبق"‪Z‬دعا کی ا می ت و ی لت"کی پڑھائی کروائیں۔دُعا کا‬
‫‪APSACS Curriculum Planning & Development Department‬‬ ‫‪Page 6 of 13‬‬
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Class: 7 Week 13
‫مفہوم اور اہمیت کے بارے میں آسان الفاظ میں سمجھایا جائے نیز دُعا‬
‫اظہار خیال کیا جائے۔سبق میں دی گئی سورۃ البقرۃ کی‬ ِ ‫کے آداب پر‬
‫ ایک‬Z‫ بچہ زبانی یاد کرے۔ دیے گئے ہفتے میں روزانہ‬Z‫مع ترجمہ‬201:‫آیت‬
‫جائے۔‬
‫ئ‬ ‫پڑھائی نکی‬ُ ‫صفحے تکی‬
‫ک‬ ‫ل‬ ‫ن‬
‫ آداب ھی ں۔‬5 ‫ے کے کو ی سے‬ ‫دعا ما گ‬:‫حریری‬ 
‫خ‬ ‫ب‬ ‫فض‬
‫ و آداب " سخ اوت کی ی لت و ل کی مذمت‬Z‫اخالق‬:‫ باب چہارم‬
‫ب‬ ‫فض‬ )‫"*(دہرائی‬
‫خ‬
Z‫بسخ اوت کی ف ی لت و ل کی مذمت "کی دہرائی‬Z"‫*والدین بچے کو سبق‬
‫کروائیں اور سخ اوت اور خ ل کے م ہوم سے بچے کو آگاہ کیا جائے۔بچے کو‬
‫ بچہ روزمرہ‬Z‫ میں سخ اوت کی تلقین کریں۔تاکہ‬Z‫ کی روشنی‬Z‫آیت مبارکہ‬
‫اعلی صفت کو اپنا سکے۔ "سخاوت کے‬ ٰ ‫ میں سخاوت جیسی‬Z‫زندگی‬
‫فوائد"پر تبادلہ خیال کیا جائے۔دیے گئے ہفتے میں روزانہ ایک صفحے‬
‫ن ظ خ‬ ‫کی پڑھائین کی جائے۔‬
‫ف ئ‬
‫سخ اوت کے وا د پرزب ا ی ا ہا ِر ی ال کری ں۔‬: ‫ زب ا ی‬

Subject: Mathematics
Text book New Secondary Mathematics Students’ Course Book-2
Chapter 4: Triangles, Quadrilaterals and Polygons
Exercise 4.2 Quadrilaterals
Recommended Refer to links:
Links https://www.youtube.com/watch?v=yiREqzDsMP8
https://www.khanacademy.org/math/basic-geo/basic-geometry-
shapes/basic-geo-quadrilaterals/v/quadrilateral-overview
A quadrilateral is a 4 sided shape. The sum of its 4 interior angles
Text Book is 360 o

Properties of Special Quadrilaterals

a square, rectangle, rhombus, parallelogram, trapezium & kite are
all quadrilaterals.

The Rectangle
┐means "right angle" and │or ││shows “equal sides”
A rectangle is a four sided shape where every angle is a right angle.
Also opposite sides are parallel & of equal length.

The Rhombus
A rhombus is a four-sided shape where all sides have equal length.
Also opposite sides are parallel and opposite angles are equal.
Another interesting thing is that the diagonals (dashed lines in
second figure) meet in the middle at a right angle. In other words
they "bisect" (cut in half) each other at right angles. A rhombus is
sometimes called a diamond.
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Class: 7 Week 13

The Square
┐means "right angle" and │or ││shows “equal sides”

A square has equal sides and every angle is a right angle (90°).
Also opposite sides are parallel. A square also fits the definition of
a rectangle (all angles are 90°), and a rhombus (all sides are equal
length). Also tell the students that the difference between a square &
a rectangle is the sides. In a square all the sides are equal but in a
rectangle opposite sides are parallel & equal. Also the difference
between a square & a rhombus is the angles. The square has all 90 o

angles whereas the rhombus has no angles that are 90 o

The Parallelogram
A parallelogram has opposite sides parallel and equal in length. Also
opposite angles are equal (angles "a" are the same, and angles "b"
are the same). Tell the students that a rectangle is a special kind of
rectangle.

The Trapezium
A trapezium is a quadrilateral that has a pair of opposite sides that
are parallel.

The Kite
It has two pairs of equal adjacent sides. Each pair is made of two
equal-length sides that join up. Also the angles where the two pairs
meet are equal, the diagonals, shown as dashed lines above, meet
at a right angle one of the diagonals bisects (cuts equally in half)
the
other.

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Read, comprehend and reiterate following worked examples:

Textbook page 104 Worked Example 3
Textbook page 105 Worked Example 4
Textbook page 106 Worked Example 5

Written Work  Textbook page 105 Practise Now 3

 Textbook page 272 Practise Now 4 Qs1&2
 Textbook page 106 Practise Now 5 Qs1&2

*These Practice Now questions are designed to practice skills

demonstrated in relevant examples, which leads to successful
solution of exercise questions.
 Textbook page 107-108 Ex 4B Qs4&6
 Textbook page107-108 Ex 4B Q2a & Q7
 Textbook page 107-108 Ex 4B Qs3,8&9

Subject Science
Textbook New Secondary Science 2
Class/Section VII
Unit 5:  Human organ systems pg 68
Human organ  Balanced diet pg 69
systems (Pg 68-74)  Digestion pg 70
 The Human digestive system pg 70-73
Recommended  Balanced diet :Ref to links
Websites /Videos https://www.youtube.com/watch?v=YimuIdEZSNY
 The Human digestive system: Ref to links
https://www.youtube.com/watch?v=cXPuW6ZwcFE
https://www.youtube.com/watch?v=Og5xAdC8EUI
https://www.youtube.com/watch?v=zr4onA2k_LY
Reading& The reading with understanding (of each topic) by the student to be
Discussion : ensured by the helper (i.e. parents, elder sibling, peer etc.)
Textbook  Human organ systems pg 68
(Pg 68-74)  Balanced diet pg 69
https://www.youtube.com/watch?v=YimuIdEZSNY
The recommended links would be helpful in understanding the
concept.
(Watch the recommended videos about the topics and then read
the topics along with figures given with them on referred pages.
When reading the topics, underline the difficult terms and put a

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Question mark on the margin against them. The subject teacher
can be asked to explain it to student on helpline.
 Digestion pg 70
 The human digestive system pg 70-73
https://www.youtube.com/watch?v=cXPuW6ZwcFE
https://www.youtube.com/watch?v=Og5xAdC8EUI
https://www.youtube.com/watch?v=zr4onA2k_LY
The recommended links would be helpful in understanding the
concept.
(Watch the recommended videos about the topics and then read
the topics along with figures given with them on referred pages.
When reading the topics, underline the difficult terms and put a
Question mark on the margin against them. The subject teacher
can be asked to explain it to student on helpline.
 Did you know pg 70,71(interesting topic related extra
information boxes to be read by students)

Written work: Note: Written work has to be done after reading and
Textbook understanding the topics. The written work to be spread
over 2-3 days.
 ‘Test Yourself’ pg 70 Q 1,2,3,4,5(short Qs related to the topic
‘digestion’)
 ‘Test Yourself’ pg 72 Q 1,2,3,4,5 (short Qs related to the topic
‘The human digestive system’)
 ‘Test Yourself’ pg 74 Q 1,2,3,4,5,6,7,8,9(short Qs related to the
topic ‘The human digestive system’ )
 Exercise Q 3,4 (Qs related to the topics of digestion)

Vocabulary A “Glossary list to be maintained at the end of each week’s

assignment on loose sheets and the Words written in bold font in
the relevant content to be entered in the ‘Glossary list ‘ at the end of
each assignment.

Subject History
Text Book Window To World History Class VII
Chapter 7: Pakistan since Creation: 1956-1977
Reading Read the following: (TB pages 76-80)
 Objectives Resolution
 Government Policies of Ayub Khan
 General Yahya Khan 1969-1971
 Zulfiqar Ali Bhutto 1971- 1977
 Study the pictures with their sub titles and Information
prompts carefully
 Highlight the important points on textbook
Vocabulary  Prepare a bank of words you find difficult and new in the
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Class: 7 Week 13
topics.
 Maintain a small note pad or booklet for new vocabulary
(TB pages 76-80)
Research
Assignments Using internet collect information about the ‘Basic
Democracies’ introduced
by General Ayub Khan
 Keep the record on a notepad or in a booklet for
assessment purpose
Written After thorough reading and understanding of the chapter do
Assignments content related questions answers, given in the Exercise
(TB page 91), independently, in your notebook
General Work  Glossary words, Timelines, Reference of different sources,
pictures and their sub titles, Information Prompts, Map
study and Picture Study (throughout the chapter ) can be
utilized wherever required
 End of Chapter Exercise:
 Reflect your Learning and Activities can also be utilized
to check your level of learning

Subject Geography
Text Book Window To World Geography
Chapter 4: People and Places Around the World: Spain
Reading Read the following:
 Cultural Life of Spain (Pgs. 64-68)
 Read the map, graph and pictures with titles carefully
 Highlight the important points on book (Pgs. 64-68)
Vocabulary  Write the meanings of any 7 difficult words (Pgs. 64-68)
Written Assignment  Referring to fig. 4.15 describe the location of Al Andalus

Project Work  prepare a booklet on Spain


Map Study Guidelines : Taking help from internet, search about the
history, city life, food, clothing, climate, architecture and
tourist attractions of Spain and make a booklet having
pictures and descriptions.
1. Take help from picturs gien on textbook page 66
2. Learn about the Islamic rule in Spain with the help of
map given on textbook page 65. Take help from the
colour coding
3. What was the impact of Muslims’ rule on the culture of
Spain?
4. Follow the template for conducting the project work
5. Keep record of findings on a notepad or in a booklet for

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assessment purpose
6. Add drawings and images to make your Booklet
colourful and interesting
7. Write brief descriptions. do not write long paragraphs.
8. Add other information you think is important.
9. On the first page of book type your name and class in
attractive way.
10. Please present your project work along with the written
form as follows:

i. Week #: …………………… Subject:

……………………
ii. Date: ……………………
iii. Project name: ………
iv. Resources needed : ………………
v. Steps followed:
vi. Step 1. ………
vii. Step 2. ………
viii. Step 3………so on
ix. Who helped you? ________________
x. Write a Thank You note to person who helped you.
Attach it with your assignment.
xi. Websites visited for research:
xii. Any other document submitted for evidence:
1. Note: submission of Project work in written form is
mandatory

Subject: Computer Science

Textbook eSkills Learner Level 7

Module 3 Programming the computer

(Pages 67-71) Task 1: What is a program?

 Understand the meaning of an algorithm. More

specifically:
o describe how to perform a task, such as following a
cake recipe, using simple and clear steps.
o Write the steps and put the steps in a logical order.
o Compare this process with the meaning of an
algorithm.
o Brainstorm if there would be the same result if we
changed the order of steps.
o Represent the algorithm with a flowchart, to show what
condition applies during the execution of an algorithm.

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 APSACS Online Support Program
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 Do the above activity on a sheet of paper.
During the creation of an algorithm, keep in mind:
 Correct data input.
 Data validity
 Data output

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